Solomon Mahlangu College of Science and Educationhttp://www.suaire.suanet.ac.tz:8080/xmlui/handle/123456789/7

2020-06-07T05:34:46ZEducation programmes and curriculum reforms in Tanzania: a comparative review of education for Self Reliance and Poverty Reduction (PR) Programmeshttp://www.suaire.suanet.ac.tz:8080/xmlui/handle/123456789/2974
Education programmes and curriculum reforms in Tanzania: a comparative review of education for Self Reliance and Poverty Reduction (PR) Programmes
Athuman, Jumanne Jamal
A focus on curriculum issues is central in the achievement of quality education and the overall nation’s education aim. In
Tanzania, curriculum reforms have gone through a series of distinct phases reflecting the dominant philosophy and education policies
at that period in question. This work is partly a historical review of major education programmes and how they focused on curriculum
improvement as requisite for education quality. Two historical phases of education as identified by Galabawa (2005); the Self Reliance
(ESR) (1967 to mid 1980s) and the Poverty Reduction (PR) (MKUKUTA) (Mid 1990s to 2005) were compared. The review found that,
while education programmes at PR period devoted much on quantitative expansion and input supply leaving aside curriculum and
teaching component, programmes during Self Reliance to some extent focused both on access and quality through a periodical focus on
curriculum reforms. Finally, the paper highlights some useful lessons that could be incorporated to improve the ongoing education
programmes. The paper suggests that an effective educational intervention should address curriculum reforms, access and quality.
2019-09-01T00:00:00ZAssessing knowledge levels of selected integrated science process skills of Morogoro biology secondary students - Tanzaniahttp://www.suaire.suanet.ac.tz:8080/xmlui/handle/123456789/2973
Assessing knowledge levels of selected integrated science process skills of Morogoro biology secondary students - Tanzania
Athuman, Jumanne Jamal
This study was partly conducted in order to establish a base level of information on the knowledge levels of Tanzania
students in the area ofintegrated science process skills. Specifically the study assessed students’ competence in formulating and
identifying testable hypotheses, in controlling variables, in designing experiments, in analyzing data and in defining operationally.
Integrated science process skills, as in the Tanzania´s Competence Based Curriculum of 2005, have been identified in the science
education literature as an effective inquiry method of teaching science. Advanced level biology students in Morogoro municipality
schools were taken as a case study. This study aimed at assessing the knowledge level of advanced level Biology students in the
Municipality of Morogoro of science process skills. Based on the Biology process skills test (BPST) scores, it was found that Biology
students in Morogoro Municipality had barely average knowledge level of integrated science process skills. The mean of test scores was
17.2 items out of 35 items in the test corresponding to 49.1%. However, Morogoro students performed relative better on items measuring
their ability in identifying and controlling variables with score mean of 4.05 out of 07 items and they performed extremely poor on items
which measured their skills in analyzing and interpreting data with the mean of 2.34 out of 07 items.
2019-09-01T00:00:00ZAssessment of students’ levels of science process skills and the effectiveness of inquiry-based approach as the main features of the current competence-based curriculum in Tanzaniahttp://www.suaire.suanet.ac.tz:8080/xmlui/handle/123456789/2888
Assessment of students’ levels of science process skills and the effectiveness of inquiry-based approach as the main features of the current competence-based curriculum in Tanzania
Jamal, J. J.
This study was conducted in order to establish a base level of information on whether or not Tanzania students are acquiring competence in science process skills as prescribed in the competence based curriculum of 2005. The competence based curriculum of 2005 was designed to reduce teacher-centered instruction in favor of student-centered learning characterized by active learning, solving problems, challenging existing knowledge, and participating in lively discussion, which is thought to be achieved by an inquiry-based approach . Firstly, the study developed and validated a science process skills test specific for Biology (BPST) to be used in assessing students’ competence in this area. In the second stage, the study employed the test that has been developed and validated in the first stage (BPST), to examine the knowledge level of science process skills of advanced level secondary school Biology students in the municipality of Morogoro. Science process skills are one among many competences strongly advocated by the competence based curriculum to learners. In the third stage, the effectiveness of inquiry-based approach on students’ scientific process skills development, conceptual understanding of contents and motivation was investigated. Inquiry-based approach to science has also been heavy emphasized by the new curriculum in Tanzania. Eight (08) weeks genetics lessons were designed for a quasi-experimental intervention from Tanzania Biology syllabus on the basis of both inquiry-based learning principles and conventional style.
Through careful attention to the standards for developing validity arguments of a psychometric test, the study provided comparative validity evidence related to test content, response process, and internal structure. Findings from an analysis of data gathered in the pilot study using the developed test (BPST) involving 610 Morogoro students indicated that the test is reliable and valid enough to be employed in a large scale study. The developed Biology process skills test (BPST) had an internal consistency reliability of 0.80 cronbach alpha, a difficulty index of 0.447 and an overall discrimination index of 0.48. Furthermore the content validity of BPST is 0.88, concurrent validity of 0.51 and a construct validity (discriminant correlation coefficient) of 0.34. The readability level of BPST is 72 (fairly easy). The test may also be a useful means of classroom-based research,
evaluation of instruction and learning, curriculum validation, as well as an alternative to authentic methods of assessing scientific skills acquisition.
In the second stage of the study which examined the knowledge level of Morogoro students in the area of science process skills, the validated BPST found that students had a barely average knowledge level of the skills. The mean of test scores was 17.2 out of 35 items in the test which is equivalent to 49.1%. Specifically, Morogoro students performed relative better on items measuring their ability in identifying and controlling variables with score mean of 4.05 (57.8%) out of 07 items and they performed extremely poor on items which measured their skills in analyzing and interpreting data with the mean of 2.34 (33.4%) out of 07 items. Due to the influence of social forces, culture and gender roles in the Tanzania, anecdotal evidence would suggest male students to have higher levels of achievement in science-related disciplines than females. However, the findings from Morogoro Biology students in this study did not support that assertion. Based on the science process skills test scores of the 246 females and 107 males in the study, independent samples t-test found a statistical significant differences in favour of female students.
In the third phase, an analysis of BPST posttest scores revealed that the experimental group students performed better in science process skills after undergoing treatments of inquiry constructivist activities as compared to their counterparts in the control group. An analysis of independent samples t-test based on type of instruction students received at (α) =0.05 produced a p of 0.047 and a t value of 0.633, hence rejecting the null hypothesis (Ho1). However repeated measures ANOVA found that regardless of the method of teaching, there were significant within-groups effects with regard to the development of science process skills. The same result were also obtained with respect to achievement in genetics and motivation. On the otherhand, students scientific skills did not correlate with variables of motivation and genetics. However, generalization of these findings is not possible because of the nature of the study and the sample size used in each stage. It is therefore suggested that replication of the similar study in alternative educational settings is needed before generalization.
2017-02-01T00:00:00ZSoil Organic Carbon Accumulation, Climate Variability and Crop Production in Tanzania’s Semi-arid Agro-Ecological Zone: A Case Study of the Kongwa Districthttp://www.suaire.suanet.ac.tz:8080/xmlui/handle/123456789/2872
Soil Organic Carbon Accumulation, Climate Variability and Crop Production in Tanzania’s Semi-arid Agro-Ecological Zone: A Case Study of the Kongwa District
Mkonda, M. Y.
Various ecological and environmental indicators including climate change, soil fertility, water availability and proper agronomic practices that form optimal agricultural systems are needed to be integrated for increasing agricultural productivity in the Tanzanian semi-arid agro-ecological zone. Among these indicators, climate change and soil fertility are the major limiting factors to affect crop yields in this semi-arid agro-ecological zone. To improve crop productivity, this study assessed the accumulation of soil organic carbon (SOC), the trends of climate variability and crop production, and the rate of adopting conservation agriculture (CA) in the Kongwa District, a semi-arid zone in central Tanzania.
In doing so, climate data and soil samples were collected from two representative villages of Mnyakongo and Ugogoni. These the villages are located at (6°12′8.47″S, 30°23′25.25″E and 6°15′6.59″S, 30°27′8.78″E), respectively, with 900– 910 m above sea level and are located in one of the most sensitive zones to climate stress. The annual precipitation varies with elevation and ranges from 400 mm at 900 m a.s.l. to 800 mm at 1000 mm a.s.l., and the dominant soils are fluvisols and vertisols. Field experiment was conducted between June and September, 2016, whereas, soil samples were collected from pits in July, 2016.
2018-01-01T00:00:00Z